Blended learning experiences in a multimodal setting. The impact of communication channels and learners' CMC expertise on perceived social presence and motivation.

Autor/inn/en	Mannsfeld, Marc; Wichmann, Astrid; Krämer, Nicole; Rummel, Nikol
Titel	Blended learning experiences in a multimodal setting. The impact of communication channels and learners' CMC expertise on perceived social presence and motivation.
Quelle	Aus: Rummel, Nikol (Hrsg.); Kapur, Manu (Hrsg.); Nathan, Mitchell (Hrsg.); Puntambekar, Sadhana (Hrsg.): CSCL 2013 conference proceedings. 2. Short papers, panels, posters, demos & community events. . (2013) S. 89-92 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Pädagogische Psychologie; Multimedia; Lernen; Motivation; Pädagogische Psychologie; Multimedia; Lernen; Lernprozess; Motivation; Blended Learning; Online-Kommunikation
Abstract	Virtual learning environments are increasingly used to support online and blended learning settings. Yet, little is known about how different synchronous communication modalities influence students' perceptions of social presence in learning settings. Existing laboratory research indicates that social presence is negatively affected when communication cues are reduced to text. Using a within-subject design, [the authors] investigated whether differences in communication modality (1. chat, 2. audio, and 3. audio-video) affect social presence and motivation in a blended learning seminar. Results show in contrast to laboratory findings that communication modality did not directly affect students' perceptions of social presence. Instead, expertise in computer-mediated communication (CMC) appeared as important moderating variable that facilitated the perception of social presence as well as motivation in the chat modality more strongly than in audio or audio-video. Current results provide new insights and practical implications for online learning settings that use synchronous CMC. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1